Desarrollo del pensamiento crítico a través de filosofía para niños en estudiantes de 5° De educación básica primaria de la Institución Educativa Camilo Torres del Municipio de Granada, Meta

Abstract

This research project aimed to analyze how the Philosophy for Children (P4C) methodology contributes to the development of critical thinking in fifth grade students in basic primary education. To achieve this, a didactic sequence based on the community of inquiry was designed and implemented, and data were collected through three instruments: field diary, semi structured interview, and written production analysis. The study was grounded in the critical thinking skills model proposed by philosopher Peter Facione, from which the qualitative analysis categories were constructed. Overall, the findings indicate that the didactic proposal stimulated the emergence—although to varying degrees—of critical thinking skills. From an educational and didactic perspective, the community of inquiry transformed classroom dynamics by promoting dialogue, argumentation, and the collective construction of meaning. This environment encouraged students to assume an active role in developing criteria, taking positions, and revising their own ideas. Taken together, the study concludes that Philosophy for Children is a relevant and effective pedagogical strategy for fostering critical thinking in basic primary education.